Mathematics year 1–10 (MAT01‑05)
Competence aims and assessment
Competence aims after year 2
The pupil is expected to be able to
- order numbers, sets and shapes based on their properties,comparethem, and
To compare means to examine the character or qualities to discover resemblances or differences between two or more issues.
reflecton whether they can be ordered in more waysTo reflect means to examine and consider different aspects of your own and others’ actions, attitudes and ideas. We may also reflect on a subject, practical activities or our own learning. Reflection means testing out our own thoughts and attitudes to develop better insight and understanding.
- explorenumbers, sets and counting through play, nature, visual art, music and children’s literature, represent the numbers in different ways and translate between the different representations
To explore refers to experiencing and experimenting, often encouraging curiosity and sense of wonder. To explore may mean to sense, seek, discover, observe and examine. In some cases, to explore means to investigate different aspects of an issue through open and critical discussion. To explore may also mean testing or trying out and evaluating work methods, products or equipment.
- experiment with counting, both up and down, choosing different starting points and various intervals, anddescribepatterns in the countings
To describe means to portray or recount an experience, situation, work process or a topic. To describe something may also refer to using relevant terminology to systematise knowledge of a topic.
- exploreand
To explore refers to experiencing and experimenting, often encouraging curiosity and sense of wonder. To explore may mean to sense, seek, discover, observe and examine. In some cases, to explore means to investigate different aspects of an issue through open and critical discussion. To explore may also mean testing or trying out and evaluating work methods, products or equipment.
describegeneral properties of even and odd numbersTo describe means to portray or recount an experience, situation, work process or a topic. To describe something may also refer to using relevant terminology to systematise knowledge of a topic.
- describethe positional system using different representations
To describe means to portray or recount an experience, situation, work process or a topic. To describe something may also refer to using relevant terminology to systematise knowledge of a topic.
- place numbers on the number line, andusethe number line for calculations and solving problems
To use means to apply something or to carry out a task to reach a goal. To use, which is closely related to apply, is understood as to utilise or to employ, for example, a method or a tool.
- exploreaddition and subtraction and
To explore refers to experiencing and experimenting, often encouraging curiosity and sense of wonder. To explore may mean to sense, seek, discover, observe and examine. In some cases, to explore means to investigate different aspects of an issue through open and critical discussion. To explore may also mean testing or trying out and evaluating work methods, products or equipment.
usethis to formulate and solve problems from play and one's own everyday lifeTo use means to apply something or to carry out a task to reach a goal. To use, which is closely related to apply, is understood as to utilise or to employ, for example, a method or a tool.
- explorethe commutative and associative properties of addition and
To explore refers to experiencing and experimenting, often encouraging curiosity and sense of wonder. To explore may mean to sense, seek, discover, observe and examine. In some cases, to explore means to investigate different aspects of an issue through open and critical discussion. To explore may also mean testing or trying out and evaluating work methods, products or equipment.
usethese in mental arithmeticTo use means to apply something or to carry out a task to reach a goal. To use, which is closely related to apply, is understood as to utilise or to employ, for example, a method or a tool.
- recognise anddescribethe repeating units in patterns, and make one’s own patterns
To describe means to portray or recount an experience, situation, work process or a topic. To describe something may also refer to using relevant terminology to systematise knowledge of a topic.
- explore, draw and
To explore refers to experiencing and experimenting, often encouraging curiosity and sense of wonder. To explore may mean to sense, seek, discover, observe and examine. In some cases, to explore means to investigate different aspects of an issue through open and critical discussion. To explore may also mean testing or trying out and evaluating work methods, products or equipment.
describegeometric shapes from one’s own local environment and argue for ways to sort them by propertiesTo describe means to portray or recount an experience, situation, work process or a topic. To describe something may also refer to using relevant terminology to systematise knowledge of a topic.
- measureand
To measure a quantity or a property means to compare it to another quantity or property of the same kind.
comparequantities relating to length and area, using non-standard and standardised units of measurement,To compare means to examine the character or qualities to discover resemblances or differences between two or more issues.
describehow and discuss the resultsTo describe means to portray or recount an experience, situation, work process or a topic. To describe something may also refer to using relevant terminology to systematise knowledge of a topic.
- explain how to tell the time using a clock and calendar
- create and follow rules and step-by-step instructions during play and games
Formative assessment
Formative assessment shall help to promote learning and develop competence in mathematics. The pupils demonstrate and develop competence in the subject in years 1 and 2 when they can experiment with and describe different properties and structures in patterns of numbers and shapes, in exploratory play, art and everyday situations. The pupils also demonstrate and develop competence in mathematics when they wonder, ask mathematical questions and explain and argue for their own solutions. They also demonstrate and develop competence by using simple subject-related terminology.
The teacher shall facilitate for pupil participation and stimulate their desire to learn by allowing the pupils to explore mathematics through movement, play, wonder and using their senses. The teacher shall engage in dialogue with the pupils about their development in numeracy and understanding of numbers. The pupils shall have the opportunity to try and fail. With the competence the pupils have demonstrated as the starting point, they shall be given the opportunity to express what they experiency mastery in and what they master better than before. The teacher shall provide guidance on further learning and adapt the teaching to enable the pupils to use the guidance provided to develop their competence in exploration and problem solving related to numbers and patterns and in communicating using mathematical concepts.